Alderson, P;
(2020)
Powerful knowledge, myth or reality? Four necessary conditions if knowledge is to be associated with power and social justice.
London Review of Education
, 18
(1)
pp. 96-106.
10.18546/LRE.18.1.07.
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Abstract
Can knowledge be powerful and, if so, what forms do knowledge and power take? The view of some social realist curriculum theorists that power exists in academic theories although not in everyday understanding is questioned. Power is taken to exist through social positions, and to involve control over resources, decisions and change. Critical realist analysis suggests that four conditions are necessary if knowledge is to be associated with power: the known, the knowers, the social contexts and the practical application of knowledge. Questions are considered about how today's schools can promote learning and social justice.
| Type: | Article |
|---|---|
| Title: | Powerful knowledge, myth or reality? Four necessary conditions if knowledge is to be associated with power and social justice |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.18546/LRE.18.1.07 |
| Publisher version: | https://doi.org/10.18546/LRE.18.1.07 |
| Language: | English |
| Additional information: | Copyright © Copyright 2020 Alderson. This is an Open Access article distributed under the terms of the Creative Commons Attribution Licence (CC BY) 4.0 https://creativecommons.org/licenses/by/4.0/, which permits unrestricted use, distribution and reproduction in any medium, provided the original author and source are credited. |
| Keywords: | critical realism; everyday experience; learning; social contexts; social justice; teaching |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Social Research Institute |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10095201 |
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